Recombinant canstatin inhibits angiopoietin‐1‐induced angiogenesis and lymphangiogenesis

Hwang‐,Bo, Jeon,Yoo, Ki Hyun,Park, Jong‐,Hwa,Jeong, Han‐,Sin,Chung, In Sik Wiley Subscription Services, Inc., A Wiley Company 2012 International journal of cancer: Journal internati Vol.131 No.2

<P><B>Abstract</B></P><P>We describe the effect of recombinant canstatin, the NC1 domain of the α2 chain of Type IV collagen, on suppression of angiogenesis and lymphangiogenesis both <I>in vitro</I> and <I>in vivo</I>. Recombinant canstatin produced from stably transformed <I>Drosophila</I> S2 cells reduced the expression of angiopoietin‐1 in hypoxia mimetic agent, CoCl<SUB>2</SUB>‐treated CT‐26 cells. Recombinant canstatin inhibited proliferation, tube formation and migration of human angiopoietin‐1 (rhAngpt‐1)‐treated human umbilical vein endothelial cells (HUVEC) and lymphatic endothelial cells (LEC). Recombinant canstatin suppressed the expression of Tie‐2 and vascular endothelial growth factor‐3 (VEGFR‐3) transcripts in rhAngpt‐1‐treated HUVEC and LEC, respectively. The inhibitory effect of recombinant canstatin on tumor growth was also investigated using a heterotopic CT‐26 colon carcinoma animal (BALB/c mice) model. Recombinant canstatin reduced the final volume and weight of tumors, and blood and lymphatic vessel densities of tumors, which were evaluated by CD‐31 and LYVE‐1 immunostaining. Immunohistochemical analysis showed that recombinant canstatin dramatically reduced the expression of angiopoietin‐1 in CT‐26 colon carcinoma‐induced tumor, but not the expression of VEGF‐C. Tie‐2 and VEGFR‐3 expressions were also reduced in recombinant canstatin‐treated tumors. These results indicate that recombinant canstatin has anti‐tumoral activities against CT‐26 colon carcinoma cells. Recombinant canstatin reduces the expression of angiopoietin‐1 in hypoxia‐induced CT‐26 cells and inhibits the angiogenic and lymphangiogenic signaling induced by angiopoietin‐1. Recombinant canstatin probably inhibits angiogenesis and lymphangiogenesis <I>via</I> suppression of the integrin‐dependent FAK signaling induced by angiopoietin‐1/Tie‐2 and/or VEGFR‐3.</P>

The Anglo-Saxon Chronicle의 어순연구 : Parker 및 Peterborough본을 중심으로

황보근 대구대학교 인문과학연구소 1988 人文科學硏究 Vol.6 No.-

The main purpose of this paper is to describe synchronic word-order types of the Parker and the Peterborough manuscripts of the Anglo-Saxon Chronicle and to explain diachronic word-order changes. The manuscripts were divided, according not to the syntactic characteristics of the sentences analyzed but to the compilers, into four sections: (Ⅰ) 878∼891, (Ⅱ) 925∼955, 971∼1001, (Ⅲ)1122∼1131 and (Ⅳ) 1132∼1154. The sentences in each entry year were analyzed and counted on the basis of three clause types: main, subordinate and relative. The number of clause types in the sections of the ASC is as follows: Ⅰ Ⅱ Ⅲ Ⅳ Main Clauses 113 65 329 249 Subordinate Clauses 13 7 109 81 Relative Clauses 28 7 66 28 Description of the word-order types led to the following conclusions: 1) The dominant word-order types in the main clause are SVX, SXV and X°VS. The frequency of SVX constantly increases from Section Ⅱ through Section Ⅳ. This type tends to have the topical or the semi-topical subject and to be used as the new information sentence conjoined with the preceding X°VS type. The SXV has the topical nominal or pronominal subject, and the pre-verbal X is mostly pronominal. The high frequency of X°VS in Section Ⅰ is due to its use as "the new event order" though it has the topical subject. The decrease in both SXV and X°VS is relatively constant. 2) In the subordinate and relative clauses SXV, SVX are the two dominant orders in Section Ⅰ. But from Section Ⅱ though Section Ⅳ the decrease in SXV is constant, and is coincident with the decrease in the main clause. The reason is to be explained by the hyphothesis that the order of elements in dependent clauses will be changed by analogy to the order of elements in independent clauses.

백서의 정맥혈전 모델에서 장기간의 혈전노출이 정맥변 변화에 미치는 영향

황종성,권우형,박영도,서보양,권굉보 대한혈관외과학회 2004 Vascular Specialist International Vol.20 No.1

기능적 언어중재 프로그램이 언어장애 아동의 언어능력에 미치는 영향

황보명 대불대학교 2003 論文集 Vol.9 No.1

This study was aimed atclarifying the effects of a Functional Language Intervention in children with language disoders. Five subjects were selected and two speech-language pathologists engaged in the functional language intervention. In the functional language intervention, activities consisted of group time, palying riddles time, following directions time, drawing time, cooking time, word-chain game time, role-playing time, searching for objects based on directions, and recreation game time. To compare pre-treatment with post-treatment in the children with language disorders, repeated-measures ANOVA was used. The results were as follows; First, the Functional Language Intervention was effective in improving the number of communicative intentions of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of communicative intentions. Second, the Functional Language Intervention was effective in improving the number of semantic relations of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of semantic relations. Third, the Functional Language Intervention was effective in improving the overall language abilities of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the overall language abilities.

놀이중심의 집단 언어중재 프로그램이 언어장애 아동의 언어능력에 미치는 영향

황보명 한국동서정신과학회 2003 동서정신과학 Vol.6 No.2

본 연구는 놀이중심의 집단 언어중재 프로그램이 언어장애 아동의 언어능력에 어떤 영향을 미치는지에 대해서 알아보고자 하는 것이다. 본 연구자가 정한 기준에 따라 5명의 언어장애 아동을 연구대상으로 선정하였다. 연구는 사전 단계, 중재 단계, 사후 단계의 세 단계로 나누어 실시하였다. 사전 단계에서는 각 연구대상 아동들의 언어능력 평가를 실시하였는데, 부모와의 인터뷰 실시, 관찰 실시, 언어샘플 수집 등의 하위 단계로 나누어 실시하였다. 중재 단계에서는 놀이중심의 집단 언어중재 프로그램을 연구 대상 아동들에게 주 2회기씩, 총 30회기 동안 제공하였다. 사후 단계에서는 사전 단계와 동일한 언어검사 실시 및 언어샘플을 수집하였다. 본 연구에서 사용한 언어장애 아동의 물리적 환경 및 교육적 환경을 고려하여 본 연구자가 고안한 언어중재 프로그램이다. 이 프로그램에서는 총 10가지의 놀이 활동을 제시하였는데, 이것을 다시 회기마다 포함되는 공통 활동 2가지와 회기마다 변화되는 활동 8가지로 구분하였다. 회기마다 포함되는 공통 활동으로는 자유놀이와 집단 시간이 있고, 회기마다 변화되는 활동들로는 수수께끼, 움직이기, 만들기/그리고, 운동게임, 역할놀이, 끝말잇기, 요리하기, 보물찾기가 있다. 연구 대상에 대한 사전-사후 검사 결과 의사소통 의도 다양성, 의미관계 다양성, 수용언어능력, 표현언어능력, 문장이해능력, 언어이해·인지능력, 그럼어휘능력은 유의미한 차이가 있는 것으로 나타났다. 그러나, 어휘다양도에서는 유의미한 차이가 발견되지 않았다. 따라서 본 연구 결과, 놀이중심의 집단 언어중재 프로그램이 언어장애 아동에게 언어능력 중 화용론 측면과 의미론적 측면뿐만 아니라 전반적인 언어능력을 높이는 데 효과가 있음이 증명되었다. The study was aimed at clarifying the effects of a Group Language Intervention in children with language disorders. Five subjects were selected and two speech-language pathologists engaged in the group language intervention. In the groupnal language intervention, activities consisted of group time, playing riddles time, following directions time, drawing time, cooking time, word-chain game time, role-playing time, searching for objects based on directions, and recreation game time. To compare pre-treatment with post-treatment in the children with language disorders, repeated-measures ANOVA was used. The results were as follows; First, the Functional Language Intervention was effective in improving the number of communicative intentions of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of communicative intentions. Second, the Functional Language Intervention was effective in improving the number of semantic relations of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of semantic relations. Third, the Functional Language Intervention was effective in improving the overall language abilities of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the overall language abilities.

영어 교과서에 기술된 문법구조 유형 비교 연구 : 중학교 3학년 교과서를 중심으로

황보근,김정연 大邱大學校 師範大學 附設 敎育硏究所 2010 學校敎育硏究 Vol.5 No.2

The purpose of this study is to analyse the grammatical contents in middle school English textbooks for finding an effective way of grammar instruction to improve communicative ability. For this purpose, five sets of middle school English textbooks, which are authorized by the Ministry of Education according to the 7th Curriculum, were analysed. The results of this analysis are as follows : First, grammar items were presented in separate parts in three sets of textbooks and in the other textbooks, they were presented in various activities to improve communicative competence such as reading, writing, speaking, and listening skill. Second, three sets of textbooks, which grammar items were presented systematically, did not show them in situations or contexts but in simple pattern practices. So, this may lead the learners to concentrate upon mechanical learning of grammatical rules. In two sets of textbooks, grammar items were not presented systematically but, grammar learning can be made meaningful by language form being embedded in contexts. Third, the presentational method of these textbook's language forms is deductive. Currently, the inductive method, which gives students a chance to discover within a context, is preferred, and has proven to be more successful. The fundamental purpose of language is communication and, English education also aims to this. If what we said is ungrammatical, though we can speak English fluently, it's not sufficient to accurate communication. Communicative competence means the ability to speak in target language both fluently and accurately. Grammar is important, if not absolutely essential for improving communicative competence. Therefore, as one competent of communicative competence, grammar is no longer taught in isolation but in relation to reading, listening, writing in one lesson. Communicative activities suitable for a Korean classroom environment should be developed and teachers should provide students with an effective and meaningful grammar instruction. 진정한 의미의 의사소통 능력이란 정확성과 유창성을 겸하는 것이어야 한다. 따라서 언어 교육은 유 창성과 정확성 중 어느 하나만을 선택하여 획득하는 것이 아니라 둘 다를 목표로 하여야 한다. 유창성 과 정확성을 동시에 겸한 진정한 의미의 의사소통 능력을 위해서 문법 능력은 필수라는 것이 많은 연구를 통해 증명되면서 의사소통 능력 향상을 위한 효과적인 문법 교육이 영어 교육의 중요한 이슈가 되었다. 이제는 문법을 가르쳐야 하는가 아닌가 하는 문제가 아니라 의사소통 중심 영어 수업에서 문법 의 역할은 무엇인가, 좀 더 구체적으로 우리나라 교육 현실에 맞추어 어떻게 무엇을 얼마나 가르쳐야 하는가가 논의의 대상이 된 것이다. 이에 본 연구는 의사소통 능력을 향상시키기 위한 효과적인 문법 교육의 방향을 알아보기 위하여 영어 교육의 가장 기본적인 언어 자료인 영어 교과서에서 문법이 차지하는 비중과 문법 내용, 그리고 문법내용의 제시 방법에 대해 연구하고자 한다.

공정한 키 위탁 시스템에 대한 연구

황보성,이임영 순천향대학교 부설 산업기술연구소 1999 순천향 산업기술연구소논문집 Vol.5 No.1

It is important to manage private keys on large public networks. A Key recovery system can satisfy user key loss or law-enforced access of government. Generally, key recovery system, there are many problems at fairness between user and government. So that, this paper propose new fair key recovery system that can protect of user privacy and user can not pass by key recovery system based on Failsafe and Blind decoding scheme

고대영어의 관계사 (Ⅰ)

황보근 대구대학교 외국어교육연구소 1986 외국어교육연구 Vol.1 No.-

순천향의과대학 졸업생의 학부성적과 의사국가고시 성적의 관련성

황보영 순천향대학교 교수학습개발센터 2004 Journal of Soonchunhyang Medical Science Vol.10 No.3

Objectives: This study analysed the correlation between grade point average (GPA) of medical school and the score of Korean Medical Licensing examination(KMLE). Methode: This study based on the result of the KMLE applicants who graduated from a college of medicine in 2003 and 2004. We also gathered data of these applicants from the college of medicine : gender, age, type of entrance, period of attendance, GPA of basic medicine, clinical medicine, clinical clerkships and final test scores. We analyed whether these variables affected the results of KMLE. Results: 184 applicants (90.6%) passed KMLE among 203. In the logistic regression test, GPAs of clinical medicine and final test scores were significant variables on the results of KMLE, after adjustment of covariates. Cut-off points of high risk group for failing KMLE were below 76.0(sensitivity 90; specificity 80; positive predictive value 32), 78.0(sensitivity 79; specificity 90; positive predictive value 46), 77.2(sensitivity 90; specificity 88; positive predictive value 43), 72.8(sensitivity 90; specificity 88; positive predictive value 44) in the GPAs of basic medicine, clinical medicine, clinical clerkships and final test scores, respectively. Conclusions: There were signficant associaton between the GPAs of clinical medicine and final test scores and the results of KMLE. High-risk groups of failing KMLE were the students whose GPA of baisc medicine were below 78.0, GPA of clinical clerkships were below 77.2 and final test score were below 72.8.

副詞的 代名詞 硏究

皇甫淳 慶北大學校 語學硏究所 1980 語文硏究 Vol.5 No.-